Fall 2008
INLS 200-001: Retrieving & Analyzing Information
[Syllabus] [Schedule] [Reading] [Blackboard]
[Research Question] [Source Evaluation] [Annotated Bibliography] [Final Portfolio]
[Group Report]
Group Report: Discipline-Specific Information Resource Review
Overview
Once you have developed a research question, the instructor will assign you to a small group of students (2-3 members) working on similar questions. Each group will be responsible for identifying and reviewing information resources that are specific to the topic areas that the group members have in common.
The group will identify two sources that they consider the best in their topic area. (Note that many sources have both print and electronic versions. These dual-media sources can count either way. But: make note of the media in which you are using the source, and the unique features of that source in that media, which set it apart from that source in the other media.)
Each group will make a presentation of their findings about their two sources comparing the different scopes, descriptions, and characteristics to the class, and will develop an appropriate lab exercise to help their classmates become familiar with the scope and capabilities of the electronic sources.
Formation of Groups
Groups will be formed shortly after the second draft of your research question is due. (This is because many students change or significantly revise their research question between drafts 1 & 2.) The instructor will assign you to a small group of students (2 or 3 members) working on similar questions. For example, students interested in computer addiction, the use of mental models in educational settings, and the self concept of teenagers might be grouped together and work on resources relevant to the discipline of psychology.
As quickly as possible, group members should:
Once the group selects information sources to present, inform the sources to the instructor by October 22. The instructor will review the list and recommend changing the sources if there are duplicate lists with other groups. Additional articles for the review would be assigned. Start the team project when your group receives a confirmation about the sources to work from the instructor
One week before a group presents, the group must submit a file of the lab questions. Indicate in the filename what the file contains: name the file ＾Group_1_ERIC_Lab Questions.doc.￣ The instructor will give you a feedback on your questions in a couple of days. Update the questions and prepare it for the presentation.
Groups should come to class with copies of their lab questions to hand out to class members. After your presentation is completed, post your lab questions to the Group Presentations forum on the Blackboard site.
The Presentation
During class, the groups will make presentations about the sources on your shared topic. In the presentation the group should describe these 2 sources to the class, and highlight and compare the coverage and special features of each.
Use Powerpoint for your group's presentation. The basic instruction is given here: actDEN (Digital Education Network): PowerPoint2003: http://www.actden.com/pp2003/. Consult with the instructor if you have any problems.
This presentation should be about 30 minutes long: estimate 15-20 minutes for the presentation itself & 10-15 minutes for the lab. The time will be counted by the instructor during the presentation and asked to dismiss it if it is over time. All members need to participate in any one of the section of the presentation. I strongly recommend that your group get together to do a run-through of your presentation ahead of time, to gauge how long it will take. You'd be amazed at how much longer it takes to get through a presentation than you expect.
On your presentation day, come to the class 5 minutes ahead for the preparation. Bring a copy of the presentation file in a USB hard drive or email it to the instructor.
The Lab Exercises
In addition to the presentation, each group will prepare a small set of lab questions for each source. The questions should be designed to give the class experience with the most important features of the sources. Groups should develop 2 lab questions for each source − you only have 10 -15 minutes for the lab, so 3-4 questions is about all that we have time for.
Preparing for Group Presentations: Resources to Use on Your Own
， Laurence, H., & Miller, W. (eds.). (2000). Academic Research on the Internet: Options for Scholars and Libraries. New York: Haworth Press. (Read the chapter about your subject area.)
， UNC Libraries. Quick Reference. http://www.lib.unc.edu/reference/quick/
， UNC Libraries. Subject Listing of Electronic Indexes and Databases. http://eresources.lib.unc.edu/eid/
， UNC Libraries. Research Guides. http://www.lib.unc.edu/reference/research.html
Criteria Used to Evaluate this Assignment (Total: 10 points)
The criteria for this assignment correspond closely to the criteria used to evaluate the individual portfolio entries prepared by each student. In other words, the presentation and lab exercises should provide evidence that the group members have closely examined and evaluated the sources, and that you understand the strengths and weaknesses of each. The oral presentation should be clear and well organized. The lab exercises should illustrate the capabilities of the sources and their completion should support the class' learning about the resources covered.
The grade will be given for the group as a whole. The grade will be the basis for each individual student's grade in the group. Upon completion of the presentations, students will be asked to fill out a group evaluation survey. The comments of your group-mates will either raise lower, or not affect your individual grade (if your group-mates' comments about you are glowing, it may raise your grade; on the other hand, if your group-mates' comments about you indicate that you're a slacker, it may lower your grade).
1. Organization: 2 points
ü Students presented information in logical, interesting sequence which audience can follow.
2. Knowledge on the Research Databases: 2 points
ü Students demonstrateed full knowledge (more than required) by answering all class questions with explanations and elaboration.
3. Lab Exercises: 2 points
ü Students developed a lab exercise to deliver the knowledge and practice of the research databases appropriately.
3. Graphics, Tables, & Additional Source Display: 2 points
ü Students' graphics explained and reinforced screen text and presentation.
4. Eye Contact, Elocution: 1 points
ü Students maintained eye contact with audience, seldom returning to notes.
ü Students used a clear voice and correct, precise pronunciation of terms so that all audience members was able to hear presentation.
5. Spelling & Grammar: 1 points
ü Presentation had no misspellings or grammatical errors.
Last Updated: 08/18/2008